Sentries Against Hopelessness

Coming to school each day can become a hopeless task for some children unless they succeed at what they do. We teachers are the sentries against that hopelessness.  ~ Robert DeBruyn

Budget cuts, standardized testing, talk of accountability, time constraints, and shifting standards are enough to challenge the morale of the most steadfast, and determined, educator.  Our schools are microcosms of our society, which means that many of our students face challenges that children shouldn't experience -- poverty, abuse, broken families, drugs, neighborhood violence…and the list goes on.  

Adding to the level of frustration, is the fact that many of these factors, that directly impact our students (and our ability to educate), are beyond our control.  So we are left with a choice: to lament the unfairness, and inequity, or be determined to make a positive impact on what is within our sphere of influence.

Each morning, an extremely diverse group of students walks through the front gates of our school.  The differences are staggering, but they all share a need to feel a sense of belonging, to know their existence matters.  Once they set foot on campus, we can do a lot to determine the outcome of their school experience.  Be determined that every word, every interaction, and every lesson is purposeful, and positive.  high expectations with overwhelming support.  Be patient.  Show empathy.  Demonstrate humility.

As you step into your classroom, remember these wise words from Haim Ginot, because they are truth:

I’ve come to the frightening conclusion that I am the decisive element in the classroom.  It’s my daily mood that makes the weather.  As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.  I can be a tool of torture or an instrument of inspiration.  I can humiliate or humor, hurt or heal.  In all situations, it is my response that decides whether crisis will be escalated or de-escalated and a child humanized or de-humanized.

You matter.  Be a sentry against hopelessness. 

Fostering a Growth Mindset

Ask "How will they learn best?" Not "Can they learn?" ~ Jaime Escalante

As you begin working with your PUSH list students, you might want to consider the work of Stanford psychologist, Carol Dweck, on mindset.  Dweck has identified two different mindsets that impact education and student learning -- a fixed mindset, in which an individual believes that intelligence is static (you either have it or you don't), and a growth mindset, where there is a belief that intelligence can be developed by various means.  For an overview, I HIGHLY recommend this article by Dweck: Mind-Sets and Equitable Education.

By the time they have reached seventh grade, many students have experienced multiple years of academic challenge, and even failure.  This is especially true of our most at-risk students.  They exhibit what Carol Dweck would say is a "fixed mindset" about learning.  These students feel like "what you see is what you get," many believing that they have little (or no) control over their level of intelligence.

As educators, our words matter.  The way we talk to our students, the type of feedback we give, and the little things we do to encourage students are essential to helping them acquire a "growth mindset" -- the belief that their intelligence can be developed through hard work, practice, and persistence.  As teachers, it is critical that we work with our students in ways that foster the belief that intelligence is a product of effort, and that we establish classrooms where grit and tenacity are encouraged.  Research has show this to be especially important in the effort to close the achievement gap.

For an another excellent summary of the ideas behind a growth mindset (and the impact that it has in the classroom), check out this brief TED Talk, by Eduardo Briceno.

In the Education Week Article, Classroom Strategies to Foster a Growth Mindset, by Larry Ferlazzo, Professor Carol Dweck and Dr. Lisa Blackwell suggest the following strategies for establishing a classroom environment that encourages growth:

• Establish high expectations
• Create a risk tolerant learning zone
• Give feedback that focuses on process -- the things that students can control, like their effort, challenge-seeking and persistence
• Introduce students to the concept of the malleable mind -- research that indicates that our brains develop through effort and learning

Larry Ferlazzo, has compiled a great list of resources to aid teachers who would like to focus on helping their students develop a growth mindset: The Best Resources on Helping Our Students Develop a Growth Mindset.  You will also want to check out the Mindset Works website, for more ideas of how you can incorporate Carol Dweck's research in your classroom.

(adapted from a post by J. Delp)

PUSH Lists: Frequently Asked Questions

cc flickr photo azjd

It is hard to believe that we are already wrapping up the month of August -- time flies. That also means we only have about five weeks before the end of first quarter, a vacation, and some cooler weather! Now is the time to encourage students who are struggling, and work to get them back on track.

 At this point, everyone should have selected the four students you will be working with as a part of our PUSH project. Remember that your interventions do not have to be "big ideas," or terribly time consuming. I think it is probably more important that you are consistently interacting with these kiddos.  Last week, I shared a list of 60 ideas to get you started with developing connections.  In addition, this weekend I found 500+ Ideas for Developing Positive Connections with Your Class - a Google Spreadsheet initiated by a Twitter acquaintance, Tom Barrett. If you have ideas you would like to add to Tom's list, you can do that using this Google Form.

I have received several questions about this mentoring process, and thought it might be helpful if I answered those in a forum where we could all read, and share ideas.

How do we tell the kids they were selected, in a positive way?

As with all interventions, your approach is probably going to depend on the student.  I think it is probably safe to start by telling them that you are a "go to" person for them -- someone they can come to if they have questions, or concerns.  Give them some compliments, "I really appreciate how you...," or "I enjoy having you in my class, because..."  Let them know that you are there to help make their experience at Willis positive -- socially and academically.  You do not need to use the term "PUSH," talk about grades, or mention AIMS.  Initially, you are simply establishing yourself as an advocate.  Keep your initial conversation light-hearted, and relatively brief.

Should the interview be a "formal" process?

This is going to depend on your comfort level, and the individual personality of your students.  You have been provided with a form to help you identify some of the information you should eventually know about your PUSH students.  This does not mean that you need to (or should) sit down and conduct a "formal" interview and take notes, but the form might help guide your discussion.  Some students will be very comfortable talking to you, at length, about their lives.  Others will need to see that you are someone they can trust -- this will take time.  The important thing to remember is that within the next couple weeks, you should make an initial connection, and begin to get to know your PUSH students.

When can we meet with our PUSH students?

Before school, after school, at lunch, during your prep -- you decide what works best for you, and the student.  It is okay to pull students (for a few minutes) from their class, during your prep.  However, if you do that, be sure that you make arrangements with their teacher so that it is not an imposition to the teacher, or the student.  I would encourage you to vary the times of your interaction.

How should we document what we are doing?

There isn't one specific way you need to do this.  Some information, and data, will be entered into the PUSH spreadsheet provided to your house/department.  However, everyone should keep a journal (or notes) pertaining to their PUSH intervention efforts.  Log student meetings, notes you have written, phone calls, tutoring, etc.  Remember that this is a school wide initiative, and expectation, for ALL teachers.  Your log of PUSH interventions can be used as documentation for several different elements in the iObservation evaluation instrument.  There will also be times when you are given opportunities to share ideas and strategies with your colleagues.

If you have additional questions, or ideas for working with PUSH students, please feel free to add a comment to this post.  Thank you for your efforts on behalf of Willis students!

Coming to school each day can become a hopeless task for some children unless they succeed at what they do.  We teachers are the sentries against that hopelessness.  ~ Robert DeBruyn